Maths

At Spring Lane Primary School, we follow the National Curriculum for Mathematics to ensure all pupils become fluent, confident, and curious mathematicians. Our curriculum promotes fluency, reasoning, and problem solving, underpinned by our five pillars:

Expert learners: Children build strong conceptual understanding through structured progression, varied practice, and retrieval of key knowledge.

Effective communicators: Pupils use precise mathematical language to explain, justify, and reason clearly in discussion and writing.

Aspirational thinkers: We foster resilience and ambition through challenging problem solving and open-ended enquiry.

Healthy individuals: Children grow in confidence, working independently and collaboratively, supporting each other to succeed.

Caring citizens: Our inclusive approach ensures every child is supported and valued. We celebrate diverse thinking and make maths accessible to all.

At Spring Lane, our approach to teaching mathematics is grounded in the National Curriculum and informed by the NCETM’s principles of teaching for mastery. We believe that all children are capable of achieving success in mathematics and that with the right support and challenge, all can thrive.

The expectation is that the majority of pupils move through the curriculum at broadly the same pace. While children are typically taught in mixed-ability classes, grouping decisions are made flexibly based on the needs of each cohort. All teaching aims to foster deep, secure understanding before moving on.

In the Foundation Stage, we use the White Rose Maths scheme to ensure children build strong early foundations in number, pattern, shape, space, and measure. Through carefully sequenced, play-based and practical activities, pupils develop fluency, problem-solving, and reasoning in meaningful contexts. This early work prepares them for the transition into more formal learning in Key Stage 1.

Lesson Structure

From Key Stage 1 onwards, we follow the Maths — No Problem! mastery programme. Lessons follow a consistent structure using the Concrete–Pictorial–Abstract (CPA) approach. Each session begins with an In Focus task to promote exploration and discussion. Pupils use concrete apparatus and pictorial representations to investigate mathematical concepts before moving to more abstract strategies. Learning is scaffolded through Guided Practice, allowing children to work with peers or the teacher to refine their understanding. They then progress to Independent Practice, where they apply strategies and reasoning independently. Children who grasp concepts quickly are extended through Enrich tasks, which deepen their understanding and broaden their thinking without accelerating content.

Calculation Approach

Children are explicitly taught and given regular opportunities to use and apply a wide variety of mental calculation strategies. They are encouraged to choose the most efficient and appropriate method for the numbers involved, developing both confidence and flexibility in their thinking. In EYFS and Key Stage 1, the focus is on building a strong conceptual understanding of number. Across the school, children explore multiple methods and approaches to problem solving, supported by our whole-school approach to calculation, which clearly outlines progression in both mental and written methods.

Fluency

Fluency is a key focus across the school. Each year group follows fluency targets set out in our whole-school fluency overview, which are visible in classrooms and revisited regularly. Children with gaps in their fluency knowledge receive targeted support through 20-day fluency challenges, intervention groups, or work with additional adults. We also use Times Tables Rockstars to support the rapid recall of multiplication facts.

We prioritise precise mathematical language in every lesson. Teachers model and encourage full-sentence responses, using accurate vocabulary to articulate mathematical thinking. Talk is central to our approach, and pupils are given regular opportunities to explain, justify, and evaluate their strategies.

Misconceptions are addressed promptly through live feedback and same-day interventions. Teachers use questioning, scaffolding, and conceptual variation to challenge and support all learners. Concepts are explored from multiple angles to promote flexible thinking and deep understanding. Pupils who are not yet secure in a concept receive additional opportunities to consolidate through pre-teaching, revisiting concepts in different contexts, and tailored small-group support. Ultimately, we want every child at Spring Lane to see themselves as a capable mathematician – confident, resilient, and ready to use mathematics as a tool to understand and navigate the world.

The impact of our mathematics curriculum is seen in children who are confident, fluent, and flexible thinkers. Pupils develop secure conceptual understanding and are able to explain their reasoning clearly using accurate mathematical language. They show resilience when solving problems, and are able to make informed decisions about the most efficient methods to use, drawing on a range of strategies. Because learning is rooted in real-life contexts and explored through concrete, pictorial and abstract representations, pupils retain knowledge and build strong foundations for future mathematical learning. Children talk confidently about their learning and demonstrate enjoyment and curiosity in lessons. Through collaboration, pupils value different methods, challenge one another’s thinking respectfully, and learn to explain and refine their own reasoning. As a result, they become independent, reflective mathematicians who are prepared for the next stage in their education and for applying maths in the wider world.

Mathematics is assessed using the following strategies:

• Retrieval practice and fluency recall regularly embedded into lessons.
• Assessment for learning used throughout lessons via questioning, live feedback, and journaling.
• Pupil voice to gather insight into mathematical understanding and reasoning development.
• Termly summative assessments to track progress and identify gaps.
• Teacher judgements informed by classwork, guided practice, independent tasks, and fluency outcomes.